Teacher Support and Perceived Mathematics Achievement among Ghanaian Senior High School Students: The Parallel Mediating Roles of Self-Efficacy and Growth Mindset

Abstract

Teacher support may predict students’ mathematics outcomes by strengthening their self-efficacy and growth mindset, but these pathways have received limited attention in Ghana. This cross-sectional study examined the parallel mediating roles of self-efficacy and growth mindset in the relationship between teacher support and perceived mathematics achievement. Participants were 345 SHS 2 students from three public senior high schools in Ghana. Data were collected through a self-report questionnaire and analysed using Structural Equation Modeling in AMOS. Bias-corrected bootstrapping was used to test the indirect relationships. Teacher support did not directly predict perceived mathematics achievement (B = −0.134, p = .105), but it positively predicted self-efficacy (B = 0.670, p < .001) and growth mindset (B = 0.576, p < .001). Self-efficacy (B = 0.564, p < .001) and growth mindset (B = 0.389, p < .001) positively predicted perceived mathematics achievement. Significant indirect relationships occurred through self-efficacy (B = 0.378) and growth mindset (B = 0.224). The findings suggest that teacher support is indirectly associated with students’ perceived mathematics achievement by strengthening their confidence and belief that mathematical ability can improve.